| Abstract [eng] |
Various aspects of specific reading learning disorders have been studied in many scientific studies in the fields of education and others. This shows not only the complexity of the problem, but also the relevance of effective methods for overcoming dyslexia. This master's thesis, based on the latest scientific data, aims to examine methods for overcoming dyslexia. The aim of the study – to review evidence-based dyslexia coping methodologies. Research objectives: 1) Using the method of theoretical analysis, to reveal the scientific concept of dyslexia, the essential characteristics of dyslexia, and the theories explaining the causes of dyslexia. 2) Using the Scoping Review methodology, to systematize the variety of dyslexia coping methodologies and reveal their theoretical foundations. 3) Based on the results of the conducted scientific studies, to describe the evidence of the effectiveness of dyslexia coping methodologies. Research methodology and methods. The study is grounded in a pragmatic and interpretive–constructivist epistemological framework. Its theoretical foundation is based on contemporary theories explaining dyslexia. Data were collected using a scoping review methodology, following the PRISMA-ScR guidelines. The literature search was conducted in the international databases Scopus, Web of Science, and ERIC. Empirical studies published between 2020 and 2025 that met predefined inclusion criteria were included in the analysis. The final sample consisted of 20 studies, whose data were analysed using thematic analysis and synthesis methods. Findings of the empirical study. Thematic analysis identified the main areas of intervention for overcoming dyslexia: phonological processing and phonics; reading fluency development; visual attention and orthographic processing; writing and spelling; language and reading comprehension; multisensory; technology-based; and psychosocial interventions. The findings indicate that dyslexia interventions are increasingly based on multicomponent approach that integrate several components of dyslexia intervention. Research on the effectiveness of dyslexia interventions demonstrates that empirically supported effects are most consistently observed in interventions targeting phonological processing, phonics, and structured multi-component approaches. However, the effects of most dyslexia interventions tend to be short-term, and evidence regarding the long-term sustainability of outcomes remains limited. This confirms the multilayered nature of dyslexia and suggests that no single universal method can fully compensate for the manifestation of this disorder. |
